Scientific and Engineering Practices in the Framework and Next Generation Science Standards Council of State Science Supervisors Presentation at NSTA Annual.

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Presentation on theme: "Scientific and Engineering Practices in the Framework and Next Generation Science Standards Council of State Science Supervisors Presentation at NSTA Annual."— Presentation transcript:

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Scientific and Engineering Practices in the Framework and Next Generation Science Standards Council of State Science Supervisors Presentation at NSTA Annual Conference Jacob Foster – Massachusetts Department of Education Brett Moulding – Partnership for Effective Science Teaching and Learning March 29, 2012

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A VISION FOR K-12 EDUCATION IN THE NATURAL SCIENCES AND ENGINEERING The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. The learning experiences provided for students should engage them with fundamental questions about the world and with how scientists have investigated and found answers to those questions. Throughout the K-12 grades, students should have the opportunity to carry out scientific investigations and engineering design projects related to the disciplinary core ideas.

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Engaging in Science and Engineering through Practices

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Think-Pair-Share Describe some of the “typical” science projects your school engages in. What kind of inquiry or engineering design skills are needed to complete those science projects? Many science activities in which students are currently engaged are as much engineering as science.

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Science and Engineering Practices Science & engineering practices distinguish science from other ways of knowing. When students actively engage in science & engineering practices, they deepen their understanding of core science ideas. This vision of the core ideas, concepts, and practices provides the utility students need to engage in making sense of the natural and designed world.

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The idea of science as a set of practices has emerged from the work of historians, philosophers, psychologists, and sociologists over the past 60 years. This perspective is an improvement over previous approaches in several ways. First – It minimizes the tendency to reduce scientific practices to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error. This tendency overemphasizes experimental investigation at the expense of other practices, such as, posing questions, arguing from evidence, modeling, critique, and communication. Second – A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science. Third – Attempts to develop the idea that science should be taught through a process of inquiry have been hampered by the lack of a commonly accepted definition of its constituent elements. Framework 3-2, Page 48 Why Practices?

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Engineering Practices Engineering practices are a natural extension of science practices. Science instruction often includes opportunities for engineering practices. Engineering is not a new component of science standards. Some states currently have elements of engineering in their science standards. The Framework provides meaningful connections of science and engineering in the Practices.

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Let’s Explore Engineering with Paper – Activity Using only the two sheets of paper and cards provided, construct a platform that supports the mass of the full water bottle in a stable position as far above the chair seat as possible. While constructing the tower, consider the engineering practices that are useful in constructing the tower. Consider the science knowledge needed in, or relevant to, constructing the tower.

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ETS1.A: DEFINING AND DELIMITING AN ENGINEERING PROBLEM What is a design for? What are the criteria and constraints of a successful solution? The engineering design process begins with Identification of a problem to solve Specification of clear goals, or criteria for final product or system – Criteria, which typically reflect the needs of the expected end-user Engineering must contend with a variety of limitations or constraints – Constraints, which frame the salient conditions under which the problem must be solved, may be physical, economic, legal, political, social, ethical, aesthetic, or related to time and place. – In terms of quantitative measurements, constraints may include limits on cost, size, weight, or performance. – Constraints place restrictions on a design, not all of them are permanent or absolute. Framework 204

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ETS1.B: DEVELOPING POSSIBLE SOLUTIONS What is the process for developing potential design solutions? The creative process of developing a new design to solve a problem is a central element of engineering Open-ended generation of ideas Specification of solutions that meet criteria and constraints Communicated through various representations, including models Data from models and experiments can be analyzed to make decisions about a design. Framework 206-7

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ETS1.C: OPTIMIZING THE DESIGN SOLUTION How can the various proposed design solutions be compared and improved? Multiple solutions to an engineering design problem are always possible; determining what constitutes “best” requires judgments Optimization requires making trade-offs among competing criteria Judgments are based on the situation and the perceived needs of the end-user of the product or system Different designs, each optimized for different conditions, are often needed Framework 208-9

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Similarities and Differences Engineering and science are similar in that both involve creative processes, and neither use just one method. – Just as scientific investigation has been defined in different ways, engineering design has been described in various ways. – However, there is widespread agreement on the broad outlines of the engineering design process. Like scientific investigations, engineering design is both iterative and systematic. – It is iterative in that each new version of the design is tested and then modified, based on what has been learned up to that point. – It is systematic in that a number of characteristic steps must be undertaken. Framework 3- 4,5 Differences mainly in purpose and product

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Scientific InquiryEngineering Design Ask a questionDefine a problem Obtain, evaluate and communicate technical information Plan investigationsPlan designs and tests Develop and use models Design and conduct tests of experiments or models Design and conduct tests of prototypes or models Analyze and interpret data Use mathematics and computational thinking Construct explanations using evidenceDesign solutions using evidence Engage in argument using evidence Adapted from A Framework for K-12 Science Education (NRC, 2011) Similarities and Differences

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Evidence to Support Explanations Science is distinguished from other ways of knowing by the reliance on evidence as the central tenet. Constructing science teaching and learning to value and use science as a process for students to obtain knowledge based on empirical evidence. Using the Engineering Design process as a tool for problem solving as described in the Disciplinary Core Ideas relies on evidence to assess solutions.

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Building Interest in Science The line between applied science and engineering is fuzzy. The Framework seeks ways for science and engineering to be used to investigate real-world problems and explore opportunities to apply scientific knowledge to engineering design problems. The Framework is designed to build a strong base of core competencies to be applied by students to develop a better grounding in scientific knowledge and practices—and create greater interest in furthering science learning. Applying the science ideas in the context of engineering is one way to build interest in science. Framework 32

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Goals for Science Education The Framework’s vision takes into account two major goals for K-12 science education: (1)Educating all students in science and engineering. (2)Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. The Framework principally concerns itself with the first task—what all students should know in preparation for their individual lives and for their roles as citizens in this technology-rich and scientifically complex world. Framework 10

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Summary

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Implications and Discussion For professional development For curricular and instructional resources For assessment